Lesson Overview:
Quiz (15 min)
Opening (5 min)
Notes (15 min)
Teddy Graham Lab (30)
Practice stabilizing, directional, and disruptive selection (20 min)
Closing (5 min)
Objectives:
Students will be able to explain that populations evolve and not individuals as well as articulate why this is.
Students will be able to represent natural selection by graphing and interpreting the effects of natural selection on a population.
Students will be able to distinguish between stabilizing, directional, and disruptive selection.
Materials:
Quiz
Power point notes
Teddy Grahams
Instructions for Teddy Graham Lab
Practice worksheet
Safety Issues:
Do not consume Teddy Grahams.
Opening: As students walk into the room I will remind them that they have a quiz today and tell them to take out their notes to study while everyone else comes in and while I take attendance. After the quiz I will introduce the lesson for the day. I will tell the students that first we will be taking some notes and then we will be doing a fun interactive lab involving Teddy Grahams. I will also tell them that after the lab we will be practicing some concepts were learned from the notes. I will also have the agenda for the day written on the board so students know what to expect. I will also write the days objectives on the board with the agenda. I will explain to the students what we are doing in the lab and then ask them what they think the outcome will be. For example I will ask "do you think it is possible for an individual to evolve or just a population?" "Why or why do you you think individuals can evolve?" Students will have had genetics before this so this will activate their prior knowledge about genes, genetics, and how traits are based on. I will also ask students what they think is going to happen in the lab, after I explain it. By asking the students to make predictions students will be more invested in the lab.
Learning Activities:
Quiz (15 min)
On natural selection and evidence of evolution
Opening (5 min)
Notes (15 min)
1. The notes will cover population genetics and the different types of selection. I will ask students questions as we go through the notes to check for comprehension. For example, after explaining that individuals do not evolve I will ask students why, based on what they learned during the unit on genetics, they think it would be impossible for an individual to evolve. I will also ask more questions to really check for deep understanding by asking questions that will activate their prior knowledge such as "well if individuals can not evolve then why is it that they can adapt?" "Can you explain what the difference is?"
Teddy Graham Lab (30 min)
Teddy grahams come in two forms. One with the arms up and one with the arms down. Students have a population of them and know that the bears with the arms up taste better. For each generation they “kill” 3 good tasting bears (or make up the difference with the other bears) after a certain number of generations students compare original population to final population, graph and explain the results in an informal lab report.
I will tell students that the purpose of this lab to show them visually how evolution takes place within a population. I will ask them "If all the good tasting bears are eaten first do you think that after a few generations there will be more bad tasting bears than good tasting bears?"
For directions I will tell the students that they are to start with two handfuls (approximately 30 bears) and then go through 5 generations. For each generation they will "kill" 3 good tasting bears and add 2 bad tasting bears and 1 good tasting bear.. If there are not enough good tasting bears left they will make up the difference in bad tasting bears. Before they start and then after each generation the students will record how many of each bear is left in the population. When they are done students will graph each generation of results.
The informal lab reports will include a brief introduction, the graph, and a paragraph or two explaining the results. This lab report is informal because they can complete it in class and it is missing certain elements such as materials and procedure. I will be using the lab report to check for comprehension and not to asses the students ability to write a formal report. In the results section the students should investigate questions such as "How did the population change over time?" "Why do you think I only had you add 1 good tasting bear for each generation but 2 bad tasting ones?" "How does this relate to what you learned about population genetics and the fact that individuals to not evolve?"
Practice stabilizing, directional, and disruptive selection (20 min)
As a class we will go through examples and then the students will do a few on their own in the form of a worksheet
Closing: Five minutes before the end of class we will stop practicing the different types of selection and will come back together as a class. I will ask students what they thought of the lab, their results, and make sure they understand the different types of selection. I will ask questions such as "Did your populations during the lab change drastically, a little, or not at all" "Why do you think this occurred?" "If the two extremes of a population are selected for, for example tall and short individuals but not individuals of medium height, what kind of selection is this?" "Can you give me an example of directional stabilization?" I will then assign homework and explain what we will do next class to get the students excited for our next lesson on Cladograms.
Assessment:
The quiz taken at the beginning of class will serve as the formal assessment for today. As well as the lab report which will be handed in next class.
Homework:
Finish Teddy Graham Lab
Read the rest of the chapter (Page 409-end) and answer end of chapter comprehension questions.
Population Genetics and Evolution
Lesson Overview:
Quiz (15 min)
Opening (5 min)
Notes (15 min)
Teddy Graham Lab (30)
Practice stabilizing, directional, and disruptive selection (20 min)
Closing (5 min)
Objectives:
Students will be able to explain that populations evolve and not individuals as well as articulate why this is.
Students will be able to represent natural selection by graphing and interpreting the effects of natural selection on a population.
Students will be able to distinguish between stabilizing, directional, and disruptive selection.
Materials:
Quiz
Power point notes
Teddy Grahams
Instructions for Teddy Graham Lab
Practice worksheet
Safety Issues:
Do not consume Teddy Grahams.
Opening:
As students walk into the room I will remind them that they have a quiz today and tell them to take out their notes to study while everyone else comes in and while I take attendance. After the quiz I will introduce the lesson for the day. I will tell the students that first we will be taking some notes and then we will be doing a fun interactive lab involving Teddy Grahams. I will also tell them that after the lab we will be practicing some concepts were learned from the notes. I will also have the agenda for the day written on the board so students know what to expect. I will also write the days objectives on the board with the agenda. I will explain to the students what we are doing in the lab and then ask them what they think the outcome will be. For example I will ask "do you think it is possible for an individual to evolve or just a population?" "Why or why do you you think individuals can evolve?" Students will have had genetics before this so this will activate their prior knowledge about genes, genetics, and how traits are based on. I will also ask students what they think is going to happen in the lab, after I explain it. By asking the students to make predictions students will be more invested in the lab.
Learning Activities:
Quiz (15 min)- On natural selection and evidence of evolution
Opening (5 min)Notes (15 min)
1. The notes will cover population genetics and the different types of selection. I will ask students questions as we go through the notes to check for comprehension. For example, after explaining that individuals do not evolve I will ask students why, based on what they learned during the unit on genetics, they think it would be impossible for an individual to evolve. I will also ask more questions to really check for deep understanding by asking questions that will activate their prior knowledge such as "well if individuals can not evolve then why is it that they can adapt?" "Can you explain what the difference is?"
Teddy Graham Lab (30 min)
- Teddy grahams come in two forms. One with the arms up and one with the arms down. Students have a population of them and know that the bears with the arms up taste better. For each generation they “kill” 3 good tasting bears (or make up the difference with the other bears) after a certain number of generations students compare original population to final population, graph and explain the results in an informal lab report.
- I will tell students that the purpose of this lab to show them visually how evolution takes place within a population. I will ask them "If all the good tasting bears are eaten first do you think that after a few generations there will be more bad tasting bears than good tasting bears?"
- For directions I will tell the students that they are to start with two handfuls (approximately 30 bears) and then go through 5 generations. For each generation they will "kill" 3 good tasting bears and add 2 bad tasting bears and 1 good tasting bear.. If there are not enough good tasting bears left they will make up the difference in bad tasting bears. Before they start and then after each generation the students will record how many of each bear is left in the population. When they are done students will graph each generation of results.
- The informal lab reports will include a brief introduction, the graph, and a paragraph or two explaining the results. This lab report is informal because they can complete it in class and it is missing certain elements such as materials and procedure. I will be using the lab report to check for comprehension and not to asses the students ability to write a formal report. In the results section the students should investigate questions such as "How did the population change over time?" "Why do you think I only had you add 1 good tasting bear for each generation but 2 bad tasting ones?" "How does this relate to what you learned about population genetics and the fact that individuals to not evolve?"
Practice stabilizing, directional, and disruptive selection (20 min)Closing:
Five minutes before the end of class we will stop practicing the different types of selection and will come back together as a class. I will ask students what they thought of the lab, their results, and make sure they understand the different types of selection. I will ask questions such as "Did your populations during the lab change drastically, a little, or not at all" "Why do you think this occurred?" "If the two extremes of a population are selected for, for example tall and short individuals but not individuals of medium height, what kind of selection is this?" "Can you give me an example of directional stabilization?" I will then assign homework and explain what we will do next class to get the students excited for our next lesson on Cladograms.
Assessment:
The quiz taken at the beginning of class will serve as the formal assessment for today. As well as the lab report which will be handed in next class.Homework:
Finish Teddy Graham LabRead the rest of the chapter (Page 409-end) and answer end of chapter comprehension questions.